La lectura crítica en el desarrollo de habilidades metacognitivas en la asignatura de estudios sociales de los estudiantes de subnivel superior de la unidad educativa Jerusalén en la ciudad de Ambato

Abstract

Critical reading is used to enhance metacognitive skills, allowing students to reflect, analyze and evaluate texts in depth and relate them to their context and prior learning. The present research work aimed to determine the influence of critical reading on the development of metacognitive skills in the subject of Social Studies of upper sublevel students of the Educational Unit “Jerusalem” in the city of Ambato. The research was developed with a mixed approach, following a bibliographical documentary, field modality, the level was exploratory and descriptive. The population with which this research was worked consisted of 47 upper sublevel students and 3 teachers of the social studies subject who belong to the Educational Unit, with their respective “survey” instrument, which was structured with 14 questions in order to collect information on how students and teachers perceive and use critical reading in the subject of social studies, identifying strengths and weaknesses in the development of metacognitive skills. The results obtained were positive, since 29.79% of the students fully agreed and 65.96% agreed that critical reading and metacognitive skills emerge as essential pillars in the academic and personal development of students.